Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Warm-up and cool-down techniques may include:
barre and floor exercises
exercises for:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
isolation and mobility of all body parts
slow and relevant stretching
slow deep breathing.
Safe dance practices may include:
correct execution of dance steps
appropriate clothing and footwear
doing exercises and performing routines on flooring appropriate to genre and style of dance, such as:
sprung softwood
tarkett
sprung parquet
tongue and groove hardwood
resined for ballroom and Latin dance
non-slip for ballet
wood for tap and Spanish
nutrition and diet
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down activities, such as:
gentle stretches
aerobic exercises
anaerobic exercises
breathing exercises.
Elements of a dance technique may include:
artistic
choreographical, including:
spatial formations
movement phrases
steps
spatial usage
partnership association
dynamics
musicality
trio relationships
quartet relationships
solo context
musical, including:
phrasing
rhythm
timing
technical.
Appropriateterminologymay include:
ball change
chest pops
jazz run
pas de deux
rumba
salsa
stomping
undulations.
Relevant personnel may include:
choreographers
community members
fellow students
manager
mentors
representatives of dance societies
supervisor
teachers.
Basic dance techniques may refer to:
air work, including:
adage
rolls
body alignment
body positions and holds in relation to partner
floor work, including:
stretches
abdominal strengthening
focusing eyes and mind while performing
improvisation
isocentric and polycentric isolations
locomotor exercises and sequences, such as:
pirouettes
posés piqués
pencil turns
châinés
kicks
jumps and leaps
maintaining control in turning balances
maintaining rhythm and tempo
non-locomotor exercises and sequences, such as:
pliés
tendus
using arm lines appropriately and extensively
working at differing tempos
working on centre and off centre.
Expressive techniquesmay relate to:
expressive relationship with accompanying music
expressive use of movement dynamics
interpretation of music and rhythm
spatial arrangements.
Body alignment refers to:
proper alignment of the torso, limbs, spine and shoulders, including:
ear over the shoulder over the hips
knee over the ankle.
Performance characteristics may include:
audience characteristics
location
length of performance
basic make-up, such as:
face make-up
body paint
theatre make-up
hairstyle
social background
number of performers
performance occasion
costumes, such as:
designer
streetwear
sportswear
music
theme.
Movement dynamics may refer to:
release of energy, such as:
strong
sudden
sustained
slow
jerky
use of weight or force in movements
variations in tempo and tension.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
perform a range of basic dance movements within personal capabilities
understand the concepts of artistic expression and dance aesthetics
perform two dance sequences that demonstrate understanding of ways to incorporate artistic expression into performance
respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure access to appropriate dance class areas or spaces, including outdoor locations.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence
third-party workplace reports of on-the-job performance
evaluation of dance skills in a performance setting
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
analysis of dancer’s ability to convey intended meaning of dance sequences
case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of incorporating artistic expression into basic dance performance
direct observation or video recording of candidate performing dance sequences.
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUADAN201A Develop basic dance techniques
CUAPRF201A Prepare self for performances.